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Learners will be able to:

Display examples of good decision making when exposed to a challenge.

Identify space and utilise such to gain an advantage over the opposition.

Exhibit heightened levels of tactical awareness.

Explain the rules of Tag Rugby and engage in conversation.

Justify their decisions and articulate such using Tag Rugby terminology.

Demonstrate an understanding of the skill related components of fitness.

Work effectively as part of a team and communicate appropriately.

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Learning wall, posters, lesson plan, tablets (video clips), skills cards, work-sheets.

Whistle, stopwatch.

Rugby balls, tag belts, cones, agility ladders, bibs.

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Literacy skills:

The main strategy I aim to include in each lesson is a learning wall which will contain written words (naming and describing skills). In addition, students will be exposed the following to develop their literacy skills:

Discussion and analysis of learning outcomes.

Introduction of new sophisticated terminology in relation to Tag Rugby.

Discussion and analysis of skills and techniques.

Working in groups learners will discuss and listen to different solutions to the challenges posed in the task card with a partner or and in small groups during different lessons.

Learners will complete written tasks throughout the six weeks.

Learners will familiarise themselves with historical facts.

Numeracy skills:

Learners will become familiar with utilising numbers as pre planned formations in Tag Rugby.

Learners will be become familiarised with the area of sets and repetitions through circuit training.

Learners will familiarise themselves with the dimensions of a pitch and associated numbers used within the rules of the game. (Example: 6 tags before a turnover of possession. 5 yards back from the tagger. Number of players per team. Scoring system for male and female participants).

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Working with others; performing exercise in a routine or individual basis.

Managing the environment; set out and collecting equipment pre and post lesson.

Decision making; when exposed to pressurised situations in a game situation.

Communicating; effectively imposing your thought and feelings.

Critical thinking; identifying areas which require improvement and where adaptations could be made.

Observational skills; processing, integrating information and applying information.

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Manipulative - Throwing, catching, kicking.

Locomotor - Running, jumping, bounding.

Stability - Weight transfer, torso rotation, uni lateral exercises etc.

(Retrieved: Leinster Rugby Television)
https://www.youtube.com/channel/UCGHjF23GPeIy1eyyBL8Ow2w

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Part 1 | FUNdamental movement skills for young rugby players

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Both formative and summative assessment will be used throughout this 6-week module. In relation to the learning outcomes, I will attempt to organise the assessment to evaluate the student’s psychomotor, cognitive and affective domains.

Peer-assessment: Students using skill cards to help peers learn correctly, making adjustments if necessary. Non-participating students reinforcing teaching points to students learning skills.

Self-assessment: Through teamwork and group-work, I envisage that the students will recognise the development of friendships and good relationships within the class group.

Teacher-assessment: Through observation and questioning. Also records to be taken weekly on areas such as student’s performance, engagement with the activity and attitude towards others. To be compared on a weekly basis to see student’s development.

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3. Organisation of the Learning Experience

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3. Organisation of the Learning Experience

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3. Organisation of the Learning Experience